Gender And Achievement- Quick Check Questions Flashcards

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1
Q

Give three trends on gender and achievement

A

Key stage 1-3 = girls do better
AS + A levels girls are more likely to sit, pass and het higher grades
On vocational subjects a larger proportion of girls receive a distinction in every subject

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2
Q

What did Mac Robbie study about feminism

A

Study of girls magazines. In the 1970s they emphasised the importance of getting married and not being ‘ left on the shelf ‘, whereas nowadays they contain images of assertive independent women

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3
Q

How have changes in the family improves girls achievement

A

This changes girls attitudes towards education as they see positive role models in the family who make them aware that they can do anything job wise

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4
Q

What did Sharpes study on ambitions show

A

It shows that there has been a major shift in the way girls see their future and she shows this through interviews with girls in the 1970s and the 1990s

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5
Q

How is class, gender and ambition linked

A

There are class differences in how far girls ambitions have changed. Some working class girls continue to have gender stereotyped aspirations for marriage ana children and expect to go into traditional low paid women’s work

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6
Q

What are the examples of equal opportunities polices are there

A

GIST

WISE

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7
Q

How do positive role models affect achievement

A

Women in senior positions may act as role models for girls, showing them women can achieve positions of importance and giving them non traditional goals to aim for

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8
Q

How does GCSEs and coursework benefit girls

A

Mitsos and Browne support the view that GCSES and coursework benefit girls. They conclude that girls are more successful at coursework as they are more conscientious and better organised than boys for example girls spend more time on their work

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9
Q

What did Francis find about teachers attention

A

Found that while boys got more attention, they were disciplined more harshly and felt picked on by teachers,who tended to have lower expectation of them

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10
Q

How has challenging stereotypes in the curriculum helped

A

Some sociologists argue that the removal of gender stereotypes from textbooks, reading schemes and other learning materials in the recent years has removed a barriers to girls achievement. For examples research found that reading schemes portrayed girls as mainly housewives

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11
Q

How are league tables linked from girls achievement

A

Jackson notes that the introduction of Evan league tables has improved opportunities for girls : high achieveing girls are attractive to schools whereas low achieving bits are not. This tends to create a self fulfilling prophecy- because girls are more likely to be recruited by good schools, they are more likely to do well

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12
Q

What are the two feminists views on achievement

A

Liberal feminists- celebrate the progress made so far in the improving achievement. Also believe in further progress
Radical feminists - take a critical view. While they recognise that girls are achieving more they emphasises that the system still remains patriarchal

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13
Q

What is a hyper heterosexual feminine identity

A

Girls who spend a lot of time and effort on making desirable and glamorous identities

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14
Q

How does hyper heterosexual girls contrast with successful working class girls

A

Evans found that these girls wanted to go uni and increase their earning power but not for themselves but to help their families

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15
Q

Why are boys literacy skills poor

A

One reason may be that patents spend less time reading to their sons
Another maybe that leisure pursuits such as football do little to help develop their language and communication skills

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16
Q

How is globalisation linked to boys achievement

A

Due to the decline in traditional men’s jobs m, Mitsos and Browne claim that the decline in male employment opportunities has led to an identity crisis for men . Many boys believe that that gave little prospect of getting a proper job. This undermines their motivation and self esteem and so they give up tying to get qualification

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17
Q

What does the feminisation of education mean

A

Sewell is reported as claiming that boys fall behind because education has become more feminised. That is schools do not nurture ‘ masculine ‘ traits such as competitiveness and leadership. Instead that they celebrate qualities more closely associated with girls, such as methodical working abs attentiveness in class

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18
Q

Does a shortage of male primary school teachers matter

A

Yes as the lack of male role models both at home and at school is said to be a cause of boys underachievement. For example large number of boys are being brought up in the 1.5 million female headed lone parent families in the uk

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19
Q

What is meant by laddish subculture

A

Boys created a group in order to not be labelled as sissies

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20
Q

Why is there a moral panic of boys

A

This moral panic reflects a fear that underachieving working class boys will grow up to be become a dangerous unemployable underclass that threatens socials stability

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21
Q

Explain what is meant by gender domains

A

Tasks and activities that boys and girls see as their territory

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22
Q

Give three reasons why boys and girls pick different subjects

A

Gender domains
Coursework
Role models

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23
Q

What is meant by double standards

A

Applying one moral of standards to one group and not the other

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24
Q

What is meant the term male gaze

A

The way male pupils abs teachers look at girls

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25
Q

What is the differences between male and female peer group and identities

A

Male - use of verbal abuse to reinforce their definitions of masculinity

Female - WC girls gain symbolic capital ( status and popularity ) by performing hyper heterosexual feminine identity

26
Q

How are class, gender and ambition linked

A

Some WC women continue to have gender stereotyped aspirations for marriage and children and expect to go into traditional low paid women’s work

27
Q

Name equal opportunities policies that are in school

A

INTERNAL FACTORS:

WISE: women into science and engineering
GIST: (girls into science and technology)
Encourage girls to pursue careers in the non traditional areas

28
Q

name some gaps about the gender gap in achievement

A
  • girld rate of improvement has been more rapid
  • english has the largest gap between the two genders
  • girls are more likely to sit and pass A- levels
29
Q

At gcse level what is the gender gap in achivement

A

10 percentage points

30
Q

how has feminism help girls in achievement

A

EXTERNAL FACTOR
feminism has raised womens expectations and self esteem. Womens rights improved through changes in the law. The feminist movement has had considerable sucess in improving womens rights.

31
Q

How does family link to gender and achievement

A

EXTERNAL FACTORS
since the 1970s there has been a major chnage in families:
-increase in divorce-leads to more women taking on the breadwinner role, creating a new role for women and making them finacially independent women-encourages girls to earn qualifications
-increase in lone parenthood families

32
Q

how does employment link to gender and education

A

EXTERNAL FACTORS
-1970 equal pay acts makes it illegal to pay women less than men of equal value
these changes have encouraged girls to see thier future in terms of paid work rather than housewives and as successful career women. encourages them to gain qualifications.

33
Q

List external factors of gender differences

A
  • the impact of feminism
  • changes in the family
  • changes in women’s employment
  • girls changing ambition
34
Q

List internal factors of gender differences

A
  • equal opportunities policies
  • positive role models
  • GCSE and coursework
  • teachers attention
  • challenging stereotypes
  • selection and league tables
35
Q

INTERNAL FACTORS

How does positive role models impact gender differences

A

There have been an increase in the proportion in female teachers and head teachers. These women in senior roles act as role models for girls showing them women can achieve positions of importance

36
Q

How does equal opportunities policies impact gender differences

A

WISE - women into science and engineering
GIST- girls into science and technology
These policies encourage girls to pursue careers in the non traditional areas

37
Q

How does GCSE and coursework impact gender differences

A

Gorard concludes that the gender gap in achievement is a product of the changed system of assessment rather than anymore failing of boys
He also says to take away course work to close the gap

38
Q

How does teachers attention impact gender differences

A

Francis even though boys get more attention they are disciplined more harshly

39
Q

How does changing stereotypes impact gender differences

A

Wiener argues that since the 1980s, teachers have challenged such stereotypes

40
Q

What are liberal feminists view on gender and education

A

Celebrate the progress made so far in improving achievement. They believe that further progress will be made by the continuing development of equal opportunity policies , encouraging positive role models and overcoming sexist attitudes and stereotypes

41
Q

What are radical feminists views on gender and achievement

A

Take a more critical view. They recognise that girls are achieving more , they emphasise that the system remains patriarchal and coveys the message it’s still a mans world

42
Q

Definition a league table

A

When GCSE results are published and schools are ordered in which is highest/lowest

43
Q

How do working class girls link to identity , class and girls achievement

A

Archer - symbolic capital ( status and recognition that we obtain from others )

  • performing WC feminine Identities, girls gain symbolic capital from their peers
  • however this bought into conflict with the school, preventing them from acquiring educational capital
44
Q

What does hyper heterosexual feminine identities result in

A
  • loud identities lead to conflict with teachers

- interest in boys prevented them from going uni

45
Q

What was the study about successful WC girls

A

Evans - 21 WC girls sixth form girls in south London

  • wanted to go uni to increase earning power
  • however not for themselves but to help family
  • wanted to go to uni but fear of debt

Evans demonstrated that even for successful WC girls , “ caring “ aspect produces a desire to stay at home , this results in self exclusion and limits success

46
Q

List the reasons why boys underachieve

A
  • literacy
  • globalisation
  • feminisation
  • shortage of male teachers
  • laddish subcultures
47
Q

How does literacy affect boys achievement

A

Mothers who do most of the reading to young children , come to see reading as a feminine identity
Also football do little to help lag age and communication

48
Q

How does feminisation affect boys and achievement

A

Sewell claims that boys fall behind because education has become ‘feminised ‘. He sees coursework as a major cause of gender differences in achievement

49
Q

How does the shortage of male teachers affect boys and achievement

A

The lack of male role models at home and at school is said to be a cause of boys underachievement. For example large numbers of boys are being brought up in 1.5 million female beaded homes in the uk. Only 14% of primary school teachers are male

50
Q

How does laddish subcultures impact boys and achievement

A

Epstein found that boys are more likely to be harassed, labelled as sissies , homophobic abuse of appear to be be ‘ swots ‘. Laddish culture is becoming widespread because girls more into traditional masculine areas

51
Q

How does the male gaze impact pupil sexual and gender identities

A

Mac and Ghail - the way male pupils and teachers look girls up and down , seeing them as sexual objects and making judgments about their appearance

52
Q

How do male peer groups link to gender identities

A

They use verbal abuse to reinforce masculinity

53
Q

How do female peer groups link pupil sexual and gender identities

A

Archer shows how WC girls gain symbolic capital ( status and popularity ) from their female peers by performing a hyper heterosexual identity

54
Q

How do gender domains impact gender and subject choice

A

Means the activities that boys and girls see as their territory

55
Q

Kelly (internal )

A

kelly argues that science is seen as a boys subject for several reasons:

  • science teachers most likely men
  • boys dominate the laboratory as it is theirs
  • examples: teachers use in books often draws on boys interest rather than girls
56
Q

Gorard (internal )

A

Gorard concludes that the gender gap in achievement is a product of the changed system rather than the general failings of boys. Due to the introduction of coursework, girls were better as they spent more time at home

57
Q

Weiner (internal )

A

argues that since the 1980s, teachers have challenged such as stereotypes. Also sexist images have been removed from learning materials. This may have helped raise girls achievement by showing them positive images of what women can do.

58
Q

francis ( internal )

A

found that while boys got more attention, they were more disciplined more harshly and felt picked on by teachers who had lower expectations of them.

59
Q

paetcher (external )

A

found that because pupils see sport as mainly within the male gender domain, girls who are sporty have to cope with the image that contradicts the conventional female stereotypes

60
Q

Mcrobbie (external )

A

did research into the magazine industry and drew a comparison between 2 magazines ‘jackie ‘ from the 1970s emphasised the importance of getting married and not being left on the shelf. But not independent women

61
Q

sharpe (external )

A

conducted interviews with girls in the 1970s and 1990s, showing a major shift in the way girls see their future
1970s= low aspirations, believed educational success was unfeminine. priorities were marriage and husband
1990s= careers and being able to support themselves. more likely to future as an independent women